"Transforming Science Assessment: Systems for Innovation," is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. Kentucky was one of the first states to formally and publicly pursue a system of assessments in science following their adoption of the Next Generation Science Standards (NGSS) (Kentucky Academic Standards in Science). Kentucky's system of assessments includes federally required on-demand statewide summative assessments in grades 4, 7, and high school; classroom-based through-course tasks administered multiple times each year in every classroom throughout the state; and ongoing, formative assessment processes in the classroom. The lynchpin of Kentucky's system is their through-course task model--a component that balances incentive structures with limited accountability implications, and dedicated support for classroom teachers with intentional coherence throughout the system.